It is anticipated that the framework will enable the unit developer to do the following:
- Plan and design Universal Design Learning unit
- Develop learning material for unit, and Select assessment instruments and develop assessment tasks that are fair, valid, and reliable and meet the requirements of Universal Design Learning framework.
This framework has been developed to assist the unit planner or educator in planning and designing learning programmes that integrate the concept: Universal Design Learning. Special reference is made to online learning. The events in the framework are based on the concept of Universal Design Learning which makes teaching more than just delivering content; it's about making complex ideas understandable and guiding learners to higher-order thinking. A successful approach to teaching complex topics involves three phases: systematically unpacking the material, turning it into engaging and effective lessons, and then providing extra assistance to students who are struggling. Combined with Universal Design for Learning (UDL) principles for making learning accessible, you can maximize student engagement and achievement-with even the most complex subjects.
THEORETICAL UNDERPINNINGSIn each of the sections of the framework a brief review of the literature search is presented. From this literature search, various ideas have been summarised. These are known as theoretical underpinnings. When developing learning programmes for adult learners, constantly check these theoretical underpinnings and monitor your progress against them.
N.B Here is a list of the theories that underpins this framework: The needs of the organisation needs of the organisation should be assessed if the learning unit is to be relevant to the needs of the organisation and the sector.Learning Outcome
- The tasks performed by learners in their ecosystem situations should be analysed to establish the skills, knowledge and attitude/values needed to perform the tasks.
- The tasks should purposefully, motivate learners, stimulate their interest and motivation for learning.
- The concepts should be presented in different ways, for resourceful, to produce knowledgeable learners.
- For strategic, goal-directed learners, differentiate the ways that students can express what they know.
- The learning outcomes learning outcomes should be clearly stated, so that the learner and educator can be held accountable for the learner's achievement of the outcomes.
- Learning unit should be focused on meeting the needs of the learner. These needs are the identified gaps between the learners' actual performance and the desired performance needed to meet the performance standard for the task
- The unit should provide options for perception
- The tasks should provide options for language, mathematical expression and symbols
- The unit should provide options for comprehension
- The unit should provide options for expressions and communication
- The tasks should provide options for self-regulations
- The tasks should provide options for sustaining efforts and persistence
- The curriculum should be designed around students to motivate them and recognise their prior knowledge, skills, attitudes and values.
- Topics should be challenging and enable deep thinking and reflection
- A relatively small number of topics should be introduced in each grade to ensure the depth and quality of students' learning. Topics may overlap in order to reinforce key concepts.
- Topics should be sequenced to reflect the logic of the academic discipline or disciplines on which they draw, enabling progression from basic to more advanced concepts through stages and age levels.